In-Home and Community-Based Training

1. Level 1 is identification.
2. Level 2 is intervention.
3. Level 3 is a formal evaluation.
4. Level 4 is direct IH/CBT services.

1. a student is able to perform a social/behavioral task or skill identified on the IEP in one setting but not across settings. If this is the case, then tier 2 is recommended.
2. a student is working on a critical skill that can only be acquired if the skill is taught simultaneously in multiple settings. If this occurs, then tier 2 is recommended.
3. a student is demonstrating a serious safety deficit such as, but not limited to, head banging or running after moving cars. If this is the case, then proceed immediately to Level 3.

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• Gather baseline information and data.
• The campus level staff will identify the present level of performance, the current level of learning in across settings and complete the Level of Learning (LOL) checklist.
• Implement necessary campus strategies or viable alternatives.
• The campus and/or Field Office staff will identify appropriate strategies, determine who will implement each strategy, and decide on the frequency and duration of each strategy.
• Data is collected to determine if the interventions have been effective.
• If the data show that the interventions were not effective in helping the student perform a behavior/social skill previously learned in another environment or the student is not acquiring a critical skill, then proceed to Level 3.
• If the data show that the student is making progress and the interventions appear to be effective, then the supports remain in place and progress is monitored across settings.
• The ARD/IEP Committee must consider the need for viable alternatives/campus strategies for all students with autism eligibility. This support needs to be addressed and considered at every annual ARD/IEP committee meeting and the Autism Supplement completed as part of the IEP.

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• Before an evaluation can begin, the campus must submit, to In-Home and Community-Based Training, Office of Special Education Services, the following documents:
  1. IEP with updated goals and objectives
  2. FBA/BSP (if applicable)
  3. FIE or other evaluations
  4. LOL checklist
  5. Campus strategies/viable alternatives documentation
  6. Contact information for teacher, school and parent/guardian including names, addresses and phone numbers
  7. Parental Consent for Evaluation (In-Home and Community-Training will request if applicable)
• An IH/CBT evaluation will be completed within 60 calendar days of the signed consent for evaluation.
• If the evaluator recommends direct IH/CBT and Parent/Family Training services, the goals and objectives will be identified in the evaluation along with recommended time for direct services.
• The ARD/IEP Committee will take the recommendations from the evaluation into consideration and determine the amount of direct service time and goals and objectives that need to be addressed during IH/CBT.
• Although parent/family training and support is often incorporated into IH/CBT services, goals and objectives will not be written for parent/family training and support services.

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• A trainer is assigned to provide services from the Office of Special Education Services.
• IH/CBT can take place in the home or in the community where the parent observes the trainer working with the student at least 50% of the time and the trainer observes the parent working with the student at least 50% of the time.
• The trainer and the parent/guardian spend an equal amount of time observing each other and assisting the student on the identified IH/CBT goals and objectives.
• The first session is primarily spent gathering information about the setting(s) where the sessions will be conducted.
• This includes investigating needed materials and methods of instruction.
• The parent Acknowledgement of and Agreement to IH/CBT direct services is reviewed with the parent and signed.
• If the parent refuses to sign the agreement, then services will stop and an ARD/IEP Committee must reconvene to discuss parental concerns.
• Sessions will be cancelled if the student is ill or the trainer is absent from duty on the day of the session.
• If a student is receiving direct IH/CBT services at the time of the annual ARD/IEP committee meeting, a summary report describing the progress on the objectives and time remaining will be provided to the ARD/IEP Committee.
• It is the responsibility of the school to notify the IH/CBT staff of the ARD/IEP committee meeting date.

• In Home and Community Based Screener
• In-Home and Community Based Screener Spanish
• In-Home and Community Based Screener Vietnamese
• Related Services Checklist for Transfer Students (In and Out)